Teaching & Learning

Birth to 5: Watch Me Thrive! A Compendium of Screening Measures for Young Children

This document has several purposes. First, the compendium aims to discuss the purpose of developmental screening and how it differs from child assessment. Second, the compendium aims to “translate” technical psychometric information about the reliability and validity of commonly-used developmental screening tools into language that is easily understood by early childhood practitioners. Being able to access this information more easily can help early childhood practitioners evaluate whether a developmental screening tool is appropriate for the population with which it will be used.

Practices for Promoting Young Children’s Learning in QRIS Standards

 

The National Center for Children in Poverty is pleased to announce the release of our latest publication, Practices for Promoting Young Children’s Learning in QRIS Standards. This brief provides an examination of the strength of supports for children’s early learning in Quality Rating Improvement System standards based on an analysis of QRIS standards in 23 states.

Preparing Young Latino Children for School Success: Best Practices in Language Instruction

Language development is the key to literacy development and is often a predictor of a child’s academic success. For young Latino children, many of whom are English language learners (ELLs), early learning programs can provide significant language supports to help them prepare for school success. Children acquiring English as a second language, however, have a very distinct path toward language development, and instructional strategies must be carefully designed to ensure ELLs are acquiring language at a developmentally appropriate pace.

A Foundation for Quality Improvement Systems: State Licensing, Preschool and QRIS Program Standards

This brief by the National Center on Child Care Quality Improvement is an examination of current standards that apply to varied types of early care and education programs. It contains an overview of the types of program quality standards in States, discusses challenges faced by States in establishing a common set of standards, and describes the applicability of standards to varied programs and settings for young children.